Search

The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face to online teaching and learning. This paper draws on data from a broader study focusing on higher education students' perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering self-regulation of learning, thereby helping students better adapt to online teaching and learning. [ABSTRACT FROM AUTHOR]

Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly..Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers' individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled 'Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)' two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education. [ABSTRACT FROM AUTHOR]

Objective: The main objective of the study was to determine if ultrasonographic measurement of mediastinal shift angle (MSA) can predict postnatal survival in fetuses with isolated left congenital diaphragmatic hernia (CDH). This relatively new technique may be used to enhance antenatal prediction of survival in fetuses with CDH. Methods: A retrospective cross‐sectional study was conducted at the Philippine Children's Medical Center involving 16 cases with prenatally diagnosed isolated left CDH and 60 controls with normal fetuses. The cases with prenatally diagnosed isolated left CDH were allocated into two groups: Group A (survivors) and group B (non‐survivors). For all fetuses (study and control groups), MSA was determined independently by two operators. The diagnostic capacity of MSA was assessed using the receiver operating characteristic curve. Results: The mean MSA for the control group was 17.18°. Among CDH cases, the mean MSA was 33.04° and 37.57° for survivors and non‐survivors, respectively. Results showed that MSA significantly predicted the probability of neonatal survival status (OR = 0.46, P = 0.021). The best cutoff score of MSA based on the receiver operating characteristic curve was 33.80° with 87.50% sensitivity and specificity. Conclusion: MSA has the potential to enhance antenatal prediction of survival in fetuses with CDH and may serve as a guide in prenatal counseling and evaluation of the need for in‐utero treatment or postnatal procedures. Synopsis: Ultrasonographic measurement of mediastinal shift angle has the potential to predict postnatal survival in fetuses with isolated left congenital diaphragmatic hernia. [ABSTRACT FROM AUTHOR]

Osteonecrosis of the femoral head (ONFH) is a devastating bone disease that is caused by a disruption of blood supply leading to necrotic cell death. Clinically, it was found that obesity has a high prevalence with ONFH. However, it remains unclear how obesity may directly affect tissue regeneration and bone healing in osteonecrosis (ON). The purpose of this study is to investigate the effects of obesity and weight loss (WL) on ON healing. In this study, we induced obesity and WL in an established surgery‐induced ON mouse model via feeding a high‐fat diet (HFD) and altering the diet respectively. All mice received a surgical induction of ON of distal femoral epiphysis at the age of 12 weeks. HFD was switched to normal diet (ND) after ON surgery to induce WL. Mouse body weight was recorded weekly. Mouse body composition was scanned by DEXA (Dual‐energy X‐ray absorptiometry) right after sacrifice at the age of 16 weeks. The distal femoral bone samples were fixed and embedded for histology such as H&E, immunohistochemistry, and TRAP staining. In this study, we found that HFD‐induced obesity impaired revascularization and bone remodeling showing decreased vessel areas and reduced osteoblast and osteoclast numbers. WL could rescue obesity‐induced bone healing defects. Our study is the first to test the direct effects of obesity and WL on ON bone healing. We believe our work may provide new concepts for osteonecrosis treatment in obese patients. [ABSTRACT FROM AUTHOR]

In this article, we examine current and future challenges of the teaching profession by reimagining teacher education using Portugal and the USA (i.e. Texas) as examples. Our comparative analyses in this area began in 2016 when we discovered our common research interests and the relevance of these topics for our contexts. In this paper, we particularly focus on challenges related to i) the teacher shortage, ii) the nature of teachers' work, iii) approaches to teacher education in the aftermath of the COVID-19 pandemic. We argue that times of crisis may present opportunities to enhance the profession, to recognise its increasingly complex and dynamic nature, and to produce solid, multifaceted knowledge of social and educational significance for the future. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students' performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ABSTRACT FROM AUTHOR]

In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel's EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel's contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged academic family tree, her research interests, and how her scholarship spread at home and abroad. Her knowledge creations: curriculum making, curriculum potential and curriculum encounters, are spotlighted. Her longstanding relationship with, and support of MOFET (Institute for Research and Curriculum Development in Teacher Education), which was founded Israel's Ministry of Education, formed a seedbed for her knowledge utilization, knowledge mediation, and knowledge dissemination. Ben-Peretz's career illuminates how she, as a pioneering female and founding citizen of Israel, made headway so that others, could follow in her footsteps. How to live optimistically, despite encountering barriers that would break others, is the legacy that Miriam Ben-Peretz left. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including enhancing reflective skills in pre-service English as a Foreign Language (EFL) teachers and addressing uncertainties in student teaching through core reflection.

In conclusion, this 10 y-FU update suggests that TILs markers that CD3, FOXP3 and CD8 IHC counts have predictive value by identifying patients with better sensitivity to R-maintenance. Ten years follow-up of PFS (months) according to CD3 IHC scores in the R-maintenance arm (A) and in the control (R-chemo without maintenance) arm (B) of the PRIMA trial. Long-term follow-up confirms the favourable prognostic impact of high numbers of tumour infiltrating CD3 T-cells in follicular lymphoma patients treated by rituximab-maintenance regimen. [Extracted from the article]

The article discusses the crisis in the teaching profession, addressing issues of recruitment, retention, and deteriorating conditions, emphasizing the need for investment in quality teacher education to enhance professionalism and avoid deprofessionalization.

This article analyzes two technological Frameworks in dispute in the Agrifood Region of Central Cordoba: the conventional (CTF), with a dominant presence in the agricultural sector, and the agroecological (AETF), with a recent trajectory but with an expansive tendency. This work proposes to deal particularly with one of the technological artifacts proposed in the TAETF that can be constituted as an alternative productive practice to the conventional one regarding pest insects management. The methodology is Framed within the qualitative paradigm, relevant social groups were selected in relation to pest insects management and control without chemical synthesis inputs and then, within these groups, key informants were identified. A first distinction was made between producers (conventional and agroecological) and professionals (extensionists and researchers). Conclusions on the performance of aphids control with a garlicbased botanical extract depends on the relevant social group. On one hand, there were valuable lessons learned by researchers, even though the results showed only positive trends: i) botanical extracts should not be thought of as direct substitutes for chemical synthetic inputs, ii) BE serve as an artifact that favors the transition on ways of thinking. On the other hand, for AE producers, the artifact works and allows them to confirm their trajectory and continuous accompaniment of other agroecological practices proposed by the AETF. While for conventional producers, it also works, but demands more labor, so its use is justified only in specific forms and at specific times. [ABSTRACT FROM AUTHOR]

The article presents the results of quantitative and qualitative research, of an empirical nature, whose objective was to identify possible repercussions of compulsory enrollment in preschool for the quality of early childhood education in a sample of municipalities in Rio Grande do Sul (BR) with high demand for access for the age group of up to six years. In this partial study, we present results regarding teacher hiring policies, with an emphasis on initial training requirements for career entry, analyzing tender notices for admission to the career published in the period between 2005 and 2018. The theoretical foundation is based is the current educational legislation and the references about the teaching appreciation, initial training and career. We conclude that it is possible to establish relations between the pressure for the universalization of preschool and the acceptance of initial training at secondary level to enter the career in dome of the analyzed cases. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses topics within the issue including planning of teaching and learning activities; teacher education; and promoting professionalism through preservice teachers collaboration.

This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of its value, collective efficacy, school culture/practices and leadership, and in Chile by rural/urban location. Collaboration forms rarely involve more than mutual learning based on sharing of experience. However, involvement in school-based external projects engage teachers in deeper forms of collaboration. Available spaces, time, work-load, systemic policies, testing/accountability are limiting factors. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual self-regulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19. [ABSTRACT FROM AUTHOR]

Although both teacher educators and preservice teachers state that preservice teacher inquiry is relevant and interesting, there is less agreement with respect to preservice teachers' expectations to undertake inquiry as part of their teaching. For instance, the effectiveness of the cooperating teacher was not associated with teacher persistence (c.f., CAEP Standard 2.2), but matching school type (i.e., elementary) and student characteristics between the student teaching school and the initial employment school were associated with greater teacher persistence. Van Katwijk et al. (this issue) examine the purpose and value of preservice teacher inquiry in primary TPPs in the Netherlands through including both teacher educators' and preservice teachers' views. Conversations about teacher education programs, teacher candidates and the place of inquiry, teacher effectiveness, reflection, and professionalization in teaching must continue. [Extracted from the article]

Mechanosensation -- by which mechanical stimuli are converted into a neuronal signal -- is the basis for the sensory systems of hearing, balance, and touch. Mechanosensation is unmatched in speed and its diverse range of sensitivities, reaching its highest temporal limits with the sense of hearing; however, hair cells (HCs) and the auditory nerve (AN) serve as obligatory bottlenecks for sounds to engage the brain. Like other sensory neurons, auditory neurons use the canonical pathway for neurotransmission and millisecond- duration action potentials (APs). How the auditory system utilizes the relatively slow transmission mechanisms to achieve ultrafast speed, and high audio- frequency hearing remains an enigma. Here, we address this paradox and report that the mouse, and chinchilla, AN are mechanically sensitive, and minute mechanical displacement profoundly affects its response properties. Sound- mimicking sinusoidal mechanical and electrical current stimuli affect phase- locked responses. In a phase- dependent manner, the two stimuli can also evoke suppressive responses. We propose that mechanical sensitivity interacts with synaptic responses to shape responses in the AN, including frequency tuning and temporal phase locking. Combining neurotransmission and mechanical sensation to control spike patterns gives the mammalian AN a secondary receptor role, an emerging theme in primary neuronal functions. [ABSTRACT FROM AUTHOR]

Pre-service teachers' conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers' instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers' narratives of students' failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students' learning; (c) assessment should take into account students' invested effort; and (d) assessment fails to measure students' success or failure. These findings provide a qualitative insight into and extend both research on teachers' conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers' conceptions in particular. The relevance of these findings for future teachers' professional development is discussed. [ABSTRACT FROM AUTHOR]

This study examines the views of assessment of programme directors at a Portuguese public university (n = 60). Data were collected through a questionnaire which included closed and open-ended questions. The participants hold different professional categories and come from medical and health sciences, exact sciences, engineering and technology, social sciences and humanities. Data suggest the use of a variety of assessment methods, through a mix of learner-centred and traditional methods. The year of study, the type of course, the nature of the programmes and the institutional regulations were identified by the programme directors as factors that may influence the selection of the assessment methods. The participants considered assessment practices to be in general adequate, but there is room for improvement, namely through an integrated and interdisciplinary approach. [ABSTRACT FROM AUTHOR]

Pathogenic clade B New World mammarenaviruses (NWM) can cause Argentine, Venezuelan, Brazilian, and Bolivian hemorrhagic fevers. Sequence variability among NWM glycoproteins (GP) poses a challenge to the development of broadly neutralizing therapeutics against the entire clade of viruses. However, blockade of their shared binding site on the apical domain of human transferrin receptor 1 (hTfR1/CD71) presents an opportunity for the development of effective and broadly neutralizing therapeutics. Here, we demonstrate that the murine monoclonal antibody OKT9, which targets the apical domain of hTfR1, can sterically block cellular entry by viral particles presenting clade B NWM glycoproteins (GP1-GP2). OKT9 blockade is also effective against viral particles pseudotyped with glycoproteins of a recently identified pathogenic Sabialike virus. With nanomolar affinity for hTfR1, the OKT9 antigen binding fragment (OKT9-Fab) sterically blocks clade B NWM-GP1s and reduces infectivity of an attenuated strain of Junin virus. Binding of OKT9 to the hTfR1 ectodomain in its soluble, dimeric state produces stable assemblies that are observable by negative-stain electron microscopy. A model of the OKT9-sTfR1 complex, informed by the known crystallographic structure of sTfR1 and a newly determined structure of the OKT9 antigen binding fragment (Fab), suggests that OKT9 and the Machupo virus GP1 share a binding site on the hTfR1 apical domain. The structural basis for this interaction presents a framework for the design and development of high-affinity, broadly acting agents targeting clade B NWMs. [ABSTRACT FROM AUTHOR]

Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers' understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity. [ABSTRACT FROM AUTHOR]

This editorial discusses the issue of teacher shortages and attrition in the post-pandemic era and the role of teacher educators in policy development to address this problem. It emphasizes the need for teacher educators to engage in holistic policy development to ensure equal access to quality educators for all learners. The editorial proposes the 5Ps of holistic policy development: purpose, process, plan, and pointers, as a way forward for addressing the challenges in teacher education. It also highlights the importance of inclusive processes and local buy-in in implementing systemic level policies and the need to consider diverse cultural perspectives in teacher education policy. The text raises questions about who should control standards and how they should be implemented, highlighting the tensions between control and professional freedom in the teaching profession. The authors argue for a holistic approach to policy development that considers the unique contexts and needs of each jurisdiction. The text concludes by calling on teacher educators to actively engage in holistic policy development to address the challenges of unfinished learning and educator resignations in the post-COVID-19 era. [Extracted from the article]

ALECT2 systemic amyloidosis is associated with deposition of the leukocyte cell-derived chemotaxin-2 (LECT2) protein in the form of fibrils. In ALECT2 amyloidosis, ALECT2 fibrils deposit in the glomerulus, resulting in renal failure. Patients lack effective treatment options outside of renal transplant or dialysis. The structure of globular LECT2 has been determined but structures of ALECT2 amyloid fibrils remain unknown. Using single-particle cryo-EM, we find that recombinant human LECT2 forms robust twisting fibrils with canonical amyloid features. ALECT2 fibrils contain two mating protofilaments spanning residues 55–75 of the LECT2 sequence. The geometry of the ALECT2 fibril displays features in line with other pathogenic amyloids. Its core is tightly packed and stabilized by both hydrophobic contacts and hydrogen-bonded uncharged polar residues. The robustness of ALECT2 fibril cores is illustrated by their resistance to denaturants and proteases. This ALECT2 fibril structure presents a potential new target for treatments against ALECT2 systemic amyloidosis. [Display omitted] • Determines a high-resolution amyloid structure of the human protein LECT2 by cryo-EM • Identifies key regions of interaction for ALECT2 amyloid stability and aggregation • Gives basis for the rational design of aggregation inhibitors against ALECT2 ALECT2 systemic amyloidosis is an amyloid disease characterized by the deposition of amyloid fibrils in the kidneys, leading to renal failure. Richards et al. use cryo-EM to determine the high-resolution amyloid structure of the human protein LECT2, providing structural insight upon which future treatments for ALECT2 amyloidosis can be developed. [ABSTRACT FROM AUTHOR]

An editorial is presented for teacher education programmes to prepare teachers for schools and classrooms. It discusses papers written on teacher training including ‘Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions', by Tobias Christoph Werler and Armend Tahirsylaj, ‘Three professional ideals: where should teacher preparation go next?' by Tal Carmi and Eran Tamir, and 'Student teachers' by Jennifer Waber, Gerda Hagenauer and Lea de Zordo.

The three main themes of this Special Issue of European Journal of Teacher Education are brought together and considered in the light of what has been said in the articles included. These themes of teacher education, professionalism and research are all dynamic in the way they have been developing over time and also demonstrate considerable geographical diversity in their manifestations. This paper considers the extent to which these temporal and spatial differences indicate a series of tensions, difficulties and paradoxes as the processes of globalisation continue to influence educational policies and practices around the world. The extent to which the outcomes represent increasing convergence or divergence is discussed and the paper concludes by suggesting a number of key questions that may be asked within a particular context in order to make an assessment of the state of health of the teaching profession within that setting. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the guest editors discuss the theme of the issue, changing views of teacher professionalism in teacher education programmes in different contexts.

An introduction is presented in which the editor discusses articles in the issue on topics including the COVID-19 pandemic and its effects on teacher education which focuses on the ways in which the COVID-19 pandemic has affected the work of teacher educators and student.

The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined. [ABSTRACT FROM AUTHOR]

This paper focuses on the national, institutional and pedagogical responses as a result of the closure of schools and universities in March 2020 in Portugal. It includes a brief description and analysis of the initiatives and responses to the crisis as well as the difficulties, the challenges and the opportunities. The paper concludes with the discussion of the implications for teaching and teacher education in such uncertain times, particularly in regard to the role of practice as well as issues of mentoring within the context of a practicum as a 'real practice' versus 'an ideal(ised) practice'. [ABSTRACT FROM AUTHOR]

An editorial is presented on complex and multifaceted dimensions of teacher education. Topics include research and professionalism, diversity, and teacher quality; associated with the closure of teacher education institutions and schools as a result of the COVID-19 pandemic; and influencing the process of development and change of the various stakeholders in different teaching and learning environments.

An introduction to the journal is presented in which the editor discusses several topics within the issue including how student teachers are prepared to teach in urban environments, social justice as experienced by new teachers, and learning experiences of student teachers.

An introduction is presented in which the editor discusses various reports within the issue on topics including globalization of standards and the increased marketization of education; quality of teacher education; and formal and informal support of early career teachers.

This paper draws upon a wider piece of research aimed at investigating professional identity development in initial teacher education. It is based upon the view of identity as a dynamic and multifaceted process and initial teacher education as a key context for its development. Data reported in this paper are part of a broader project carried out in Portugal and was collected through written narratives with 20 student teachers. In this paper findings arising from student teachers' accounts are presented, according to the main emerging themes: i) feeling like a student and thinking like a teacher; ii) confronting present and past experiences: inner tensions and dilemmas; iii) raising awareness of the complexity of the classroom context; iv) the teaching profession: aspirations and concerns of prospective teachers. Implications of the findings for initial teacher education are discussed. [ABSTRACT FROM AUTHOR]

The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a biography of Philip Jackson and continues with literature reviews on the history of ideas and the use of knowledge in education. This background is followed by a description of the study's research method, 'inquiry into inquiry', and its data sources (Scopus-listed articles, published books/Google citations, invited addresses, transcribed interviews, conference proceedings, invited addresses, etc.) The papers' findings focus on (1) the influence of Jackson's ideas and approaches, (2) Jackson's direct impact through involvement in projects/organizations, and (3) Jackson's impact on the scholarly literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the article, along with the recommendation that the 'inquiry into inquiry' approach be re-enacted with other noteworthy curriculum figures to more fully understand the influence of ideas and research dissemination in curriculum and instruction/teaching and teacher education. [ABSTRACT FROM AUTHOR]

This paper reports on a three-year research project aimed at examining experiences of being a teacher in a context of school reform and adverse times. A mixed-method research design was devised, including a national survey, semi-structured interviews, focus groups and a professional development programme. Findings suggest that teachers face old and new demands in a context of school reform and adverse times along with the worsening of their working conditions, the deterioration of their socio-economic status and the lack of career prospects. Some of them try to survive; others resist feelings of giving up by becoming more resilient and resisting. Professional values, a sense of professionalism and identity, along with the relational and emotional dimensions of teaching, and, in some cases, school culture and leadership, explain the ways in which some teachers became more resilient and resistant than others. [ABSTRACT FROM AUTHOR]

After 20 years of the Bologna Declaration, Portuguese universities claim to be implementing student-centred and involved assessment practices. Student conceptions of assessment matter when innovations and reforms in assessment practices are being implemented. This study is part of a larger research project entitled "Assessment in higher education: the potential of alternative methods" funded by the Portuguese Foundation for Science and Technology (Government Funding Agency) (PTDC/MHCCED/2703/2014). This paper surveys a large sample (N = 5549) of Portuguese students in five public universities with a Portuguese version of the Students Conceptions of Assessment (SCoA-VI) inventory, previously validated in Brazil. Confirmatory factor analysis recovered the eight SCoA factors reported in the Brazilian context. Differences in mean score for the eight factors were trivial for institutional and student factors. Overall, students agreed that assessment for student improvement was not ignored. Scale inter-correlations revealed interesting inverse relations between improvement and irrelevance functions. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including effective mentoring, professional practice in teacher education; and school culture and administration.

An introduction is presented which discusses articles within the issue on topics including professional development of teacher educators, Australian teacher education policy, and professionalism of teacher educators in England.

This paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper we limit ourselves to discuss two main components, namely teaching and research in relation to which teacher educators seem to experience a rather strong tension. We maintain that the quality of teaching does not become inferior to research and publishing in teacher education. This necessitates that sufficient resources are provided for assuring the quality of teaching and for research; subsequently the two activities are complementary and not contradictory to each other. Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching. However, we strongly believe that the two main responsibilities of teacher educators which form the Janus face, can melt into each other in the face of a researching teacher educator. [ABSTRACT FROM AUTHOR]

Many changes have taken place in initial teacher education (ITE) programmes over the last number of years in countries such as Israel, Portugal, Jamaica, Ontario (Canada), and England. This paper outlines some of these changes, why they occurred, and to the extent possible, how effective these changes have been from the experience of the teacher educators who have written this paper. In particular, they describe one significant change that would greatly improve ITE in their respective jurisdictions. In the latter part of the paper, the writers discuss current trends and possible directions for teacher education across international contexts. With its contrasting accounts of ITE in different national contexts across the world, this article argues for high quality initial teacher education to provide a global educational workforce in which teachers and learners can flourish within an equal, yet diverse and decolonialised ecosystem. [ABSTRACT FROM AUTHOR]

An introduction to articles published within the issue is presented on topics including motivations for becoming a teacher in Germany's pluralistic scholarship system, student teachers' beliefs about self, learning and teaching, and collaborative reflection in teacher education.

In the last decades, strategies have been evaluated to reduce rumen methane (CH 4 ) production by supplementing tropical forages rich in secondary compounds; however, most of these beneficial effects need to be validated in terms of their persistence over time. The aim of this study was to assess CH4 emissions over time in heifers fed with and without Gliricidia sepium foliage (G) mixed with ground pods of Enterolobium cyclocarpum (E). Two groups of 4 crossbred (Bos taurus x Bos indicus) heifers (284 ±17 kg initial weight) were fed with 2 diets (0% and 15% of a mixture of the pods and foliage [ E + G:0 and E + G:15, respectively]) over 80 d, plus 2 wk before the experiment, in which every animal was fed a legume and pod-free diet. Every 14 d, CH4 production, apparent digestibility, volatile fatty acids (VFA), and microbial population were quantified for each animal. The experiment was conducted with a repeated measurements design over time. Diets fed differed in terms of their crude protein (CP), condensed tannins, and saponins content supplied by E. cyclocarpum and G. sepium. For most of the experiment, dry matter intake (DMI) and digestible dry-matter intake (DDMI) were 6.3 kg DMI/d and 512 g DDMI/kg, respectively, for both diets (diet: P > 0.05). Apparent digestible crude protein (DCP) was reduced by 21 g DCP/kg DM when the diet was supplemented with E + G:15 (P = 0. 040). Molar proportions of VFA's in the rumen did not differ between diets or in time (P > 0.05). Daily methane production, expressed in relation to DMI, was 23.95 vs. 23.32 g CH4/kg DMI for the diet E + G:0 and E + G:15, respectively (diet: P = 0.016 ; Time: P > 0.05). Percent gross energy loss as CH4 (Ym) with grass-only diets was above 8.1%, whereas when feeding heifers with the alternate supplementation, Ym values of 7.59% (P = 0.016) were observed. The relative abundance of total bacterial, protozoa, and methanogenic archaeal replicates was not affected by time nor by the incorporation of legume and pods into the diet (P > 0.05). Results suggest that addition of G. sepium mixed with E. cyclocarpum pods can reduce CH4 production in heifers and this response remains over time, without effect on microbial population and VFA concentration and a slight reduction in CPD digestibility. [ABSTRACT FROM AUTHOR]

Highlights • Two respiration chambers for cattle were calibrated with high purity methane. • Methane recovery tests were performed in the chambers. • Results show low recovery rates when methane is released in small amounts. • Response times are increased when methane released into the chambers is augmented. • Recovery rates are linearly increased as methane volumes released are increased. Abstract The respiration chamber method is considered to be the most precise approach for measuring enteric methane emissions in cattle. A set of experimental runs was carried out in which increasing volumes of pure methane (168.5, 194.9, 234.9, 264.9, 301.0, 339.8, and 375.7 L per run) were gravimetrically released into open-circuit respiration chambers to simulate the volumes of methane eructated by cattle of different weights. The aim was to assess the effect of the volume of methane released into the chambers on percentage of methane recovered at the exit by the infrared methane analyzer. It was found that as the volume of methane released into the respiration chambers was decreased, methane recovery percentages were concomitantly reduced. The recovery percentages ranged from 103.7% down to 18.3% and from 102.7% down to 31.6% for chambers one and two, respectively. It can be concluded that the slow stabilization of methane inside the large volume chamber, when injected at low rates from the cylinder, led to low recoveries of the gas at an air extraction rate of 300 L/min. As a result, the recovery of methane was constrained, leading to underestimation of the actual volumes released from the pure methane cylinders. Poor mixing of air inside the chambers did also constrain the recovery of methane with the experimental approach employed. The possible implications for methane measurements in respiration chambers under in vivo conditions with cattle are discussed. [ABSTRACT FROM AUTHOR]

The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and research-informed practice. The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features. Abbreviation ITE: Initial teacher education [ABSTRACT FROM AUTHOR]

This introductory paper reviews the literature on the use of evidence-based knowledge (EBK) in the initial and continuing professional development of teachers and also in their everyday practice. It will set the scene for the theme of the SI and critically discuss general current issues about the generation of educational research evidence, how teachers may, or may not, acquire this and, drawing on and updating the outcomes of the previous JET SI (41 (5), 2014), some of the implications of translational research and knowledge mobilisation. [ABSTRACT FROM AUTHOR]

This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers’ identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers’ resilience. Issues concerning veteran teachers’ identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers’ identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers’ identities are highlighted in the paper. [ABSTRACT FROM AUTHOR]

Teacher education is facing global challenges that are mutually concerning to educators around the world. Those who teach teachers are being called upon to rethink their purpose, method and stance, as the very notion of what a teacher should know and be able to do is dramatically changing. This issue offers stories of rethinking as teacher educators use crises to create opportunities for transformation. Their narratives illustrate dilemmas, many of which are ongoing. Our paper begins with a discussion of four enduring dilemmas or tensions that have long plagued and puzzled teacher educators. We then turn to three themes that emerge from the articles in this issue and offer a lens for reimagining the tensions laid out earlier so as to work our way into a different reality for teacher education. We conclude with thoughts about challenges relating to emerging practice areas and timely improvements we need to meet them. [ABSTRACT FROM AUTHOR]

Nowadays, bee products are commended by consumers for their medicinal and dietary properties. This study aimed to differentiate between monofloral bee pollens originating from Portugal using phenolic and volatile profiles and investigate their antioxidant and cytotoxic activity. Total phenolic and flavonoid compounds were recorded between 2.9–35.8 mg GAE/g and 0.7–4.8 mg QE/g, respectively. The LC/DAD/ESI-MSn analytical results allowed us to identify and quantify a total of 72 compounds, including phenolic and phenylamide compounds, whereas GC-MS results revealed the presence of 49 different compounds, mostly ketones, aldehydes, esters, hydrocarbons, and terpenes. The highest DPPH• radical scavenging activity, EC50: 0.07 mg/mL, was recorded in the sample dominated by Castanae sp. pollen, whereas the Rubus sp. (1.59 mM Trolox/mg) and Cistaceae sp. (0.09 mg GAE/g) pollen species exhibited the highest antioxidant activity in ABTS•+ and reducing power assays, respectively. Regarding the anti-carcinogenic activity, only Carduus sp. showed remarkable cytotoxic potential against MCF-7. [ABSTRACT FROM AUTHOR]